Education In Horace Mann

This paper discusses the influence of Horace Mann on the issue of education of the masses, evident in his dedication to improving the quality of education through the process of improving teacher education, increasing available funding, and standardizing the quality of educational experience provided to its students. It addresses specifically the areas presented in several of Mann’s Annual Reports published during his tenure including the areas of school buildings, moral values, school discipline, and the quality of teachers.

Horace Mann, known as the "father of American public education", wrote the policy document Report of the Massachusetts Board of Education, that claims Massachusetts's school education is becoming unequal among the citizens. Mann develops his argument by using European and American values of men, and how society functions with men that have been treated as equals. Mann's purpose was to discuss the problems in Massachusetts's education system in order to inform his audience and persuade a change. Mann's audience assumes an audience that would be government workers or officials because of his message of changing the education system.

In his Twelfth Report, Horace Mann discusses reasons that public education is imperative in the success of a peaceful, prominent society. Mann maintains that education is a way to produce successful and resourceful citizens. Without education, people can only do so much and can only go so far; they are raw materials that need to be developed into something more. Mann lists all of the important and necessary institutions in society that require educated people in order to flourish. Society, in turn, depends on those institutions to succeed. His main effort was to give all members of society the same tools for success, thus giving society a chance to thrive.

	During Mann’s twelve years as secretary of the Massachusetts board of education he sent back reports to the board as to the condition of schools and what he thought should be taught in them. His ideas in these reports revolved around six ideas: "(1) that a republic cannot long remain ignorant and free, hence the necessity of universal education; (2) that such education must be paid for,

In the "Report of the Massachusetts Board of Education," by Horace Mann, he expresses his belief in the power of "universal education" to counteract the "tendency to the domination of capital and servility of labor” (Mann 158). If society is split between those who are "ignorant and poor" and those who hold "all the wealth and the education," then the latter is powerful and the former are both powerless and hopeless. Education must be made available to all he believes since it is "beyond all other devices of human origin is the great equalizer of the conditions of men,-the balance-wheel of the social machinery" (Mann 159). As a result, access to education "will open a wider area over which the social feelings will expand; and if this education

America used to thrive on its education system and that is why it became one of the greatest nations in the world. Education is the backbone of our country, and we must give high priority to improve its current condition. Unfortunately, in the past couple of decades, the education system has been regressing. It has been on the decline and not as effective. The quality of education in a country has an influence on GDP growth, social cohesion and social well being in general. In order to improve the quality of education in the U.S., the following must be taken into consideration: the structure of our education system must be reanalyzed, we must compare and contrast our education system to systems of other countries with higher rankings, and finally, there must be a solution.

Mann was a prominent figure in politics for many years and eventually served on the Massachusetts Board of Education for several years. In that time Mann came to believe that education should be based around physical, intellectual, political, moral, and religious educations. Mann got most of his ideas from how schools in the Persian taught these different types of education. (110)

Horace Mann’s 12th Annual Report stressed the idea that education should be in anyone’s reach. Education isn’t and shouldn’t be limited to only upper class children because, by providing free education to all, is insuring that everyone is and will be receiving the best education and treated equally. Throughout Mann’s 12th Annual Report, there is discussion of the concept of a common school. From my understanding, this is the awareness that all children attend the same type of school and taught the same concepts, despite social class. This report discussed the idea that money should be spent on education instead of funding less important mandates. I agree with this because educating our children is one the most important mission that we could

Horace himself was very poor and had to go to a very small school that was just a very small room but he had an advantage. Horace was a very smart kid and he had a dream. Horace went to school at Brown University, And he majored in and he got a degree in law. Most kids after they have attended school for a given time they either went and helped their parents out home on the farms or they worked in factories not a lot of kids went to college, Horace was one of them who did. Mann thought that education should be universal everyone should have this opportunity world wide not just the united states, Didn’t involve one group of people involved all no religious or specific political group, at no costs, and should aim should be social efficiency which is all external costs and benefits as well as internal costs and benefits, and the citizens should be involved with the society. He got many leaders to think differently about women and he wanted them to also to have an education he thought that women were more well suited to teach children they were more loving and caring and wouldn't show vengeance towards the

Horace Mann was one of the most influential reformers in the history of American education. He was responsible for the Common School Movement, which was to ensure that every child receive free basic education funded by local taxes. Growing up in poverty where there was lack of access to education, the first secretary of Massachusetts Board of Education strongly believed that tuition- free education would be the “great equalizer,” and the key to fight against poverty and crime. As a result, Massachusetts’ residents were the

The greatest country in the world still has problems evenly distributing education to its youth. The articles I have read for this unit have a common theme regarding our education system. The authors illustrate to the reader about the struggles in America concerning how we obtain and education. Oppression, politics, racism, and socioeconomic status are a few examples of what is wrong with our country and its means of delivering a fair education to all Americans.

In the farming society of the early 1800’s, education was not possible for many children. Horace Mann, a farm boy himself and an early advocate for educational reform, saw the deficiencies in the educational system. He pushed for “common schools” that would retain local control, be co-educational and revolve around the agricultural year. Mann’s ideas began to be adopted around the country in the second half of the nineteenth century. By the start of the twentieth century, mandatory public schooling was the norm. This was the height of the industrial revolution. As Davidson notes in “Project Classroom Makeover”, “Public Education was seen as the most efficient way to train potential workers for labor in the newly urbanized factories (197).” Schools began to work like an assembly line with a focus on efficiency, attention to detail, memorization of facts and staying on task. Curriculum became standardized and states began to replace the local management of education. Critically thinking outside the box was less valued. Regardless of ability, children started school at the same age and were moved through their education in a regulated process.

Horace Mann was an early 18th century politician and a visionary in the area of education reform. He is credited as the person responsible promoting the belief that education not only be free, but should be available to all. Horace Mann’s concept for equality in education ensures “that everyone receives an education that will allow them to compete for wealth on equal terms.” (Spring, 2014 p. 58.)

During Mann’s twelve years as secretary of the Massachusetts board of education he sent back reports to the board as to the condition of schools and what he thought should be taught in them. His ideas in these reports revolved around six ideas: “(1) that a republic cannot long remain ignorant and free, hence the necessity of universal education; (2) that such education must be paid for, controlled, and sustained by an interested public; (3) that such education is best provided in schools embracing children of all religious, social, and ethnic backgrounds; (4) that such education, while profoundly moral in character, must be free of sectarian religious influence; (5) that such education must be permeated throughout by the spirit, methods, and discipline of a free society, which preclude pedagogy in the classroom; and (6) that such education can be provided only by well-trained, professional

Near the end of the 1830s, Dr. Howe became reacquainted with Horace Mann, who he had met when Mann was a tutor at Brown University. Now, Horace Mann was a state legislator in Massachusetts and president of the Massachusetts State Senate. He had, when they met again, just put through a bill in the Senate creating a State Board of Education. He then resigned his Senate seat to take the job of Secretary of the